The committee, in the presence of the Department of Basic Education met to be briefed by the Auditor General of SA(AGSA) for capacity building and the first quarterly performance of 2019/20. The AGSA outline the mandate of the Chapter nine of the constitution, the audit process, audit opinions, root causes of continued poor outcomes, role of oversight by the account officer, oversight structures and the AGSA expanded mandates following the Public Audit Act amendment.
The committee asked about the management report not being assessible, irregularities and oversight, auditing of property, challenges experienced by the AGSA and if AGSA faces any intimidation from the DBE.
The Director General briefed the committee on the first quarterly performance of the 2019/20 financial year. The presentation covered targets of the committee, those achieved , those not achieved and reason for this which was attributed to transfers, and the first quarterly expenditure.
The committee asked about the monitoring of winter school, the closing of the small schools coupled with the transportation challenge. The abuse of text books by learners from neighbouring countries , Implementing agents, issues on learners with special needs, teacher rewards and relationship between DBE and the stakeholders.
Other concerns raised included the delay of sanitation and water project, the bridge between DBE and provinces with implementations, DBE oversight in Province, the criteria for selecting implementing agents and other experts in both national and province , the SC and NSC Exams and the issue of markers being paid on time.
Auditor-General of South Africa (AGSA) Capacity Building Programme
Mr John Baganzi, Senior Audit Manager, AGSA, took the Committee through the presentation. The AGSA has a constitutional mandate and, as the Supreme Audit Institution (SAI) of South Africa, exists to strengthen the country’s democracy by enabling oversight, accountability and governance in the public sector through auditing, thereby building public confidence. The AGSA provides assurance that the Annul Financial Statements (AFS) are free from material misstatements, reports on the usefulness and reliability of the information in the Annual Performance Report (APR), reports on material non-compliance with relevant key legislation and identifies key internal control deficiencies that should be addressed.
The Audit Process
On risk assessment, auditors agree on terms of agreement. This is done to ensure a clear understanding of responsibilities of the parties, objectives of the audit and access to information and the reports to be provided. Thereafter, auditors must plan the audit and perform risk assessment procedures to determine the number and type of procedures to perform. Procedures are performed to obtain evidence that the financial statements and annual performance report do not contain material misstatements and that key legislation has been complied with. Finally, auditors prepare management and audit reports. The audit report is published in the auditee’s annual report, it informs those responsible for oversight, the public and others of material misstatements in the financial statements, material findings on the usefulness and reliability of the performance report, material non-compliance with key legislation in specific focus areas, and deficiencies in internal control identified during the audit.
The AGSA shares insights on root causes of audit outcomes and recommendations on corrective actions needed for improvement and sustainable outcomes through briefings to the Committees.
The AGSA expresses five audit opinions. On clean audit outcomes, the financial statements are free of material misstatements and there are no material findings on reporting on performance objectives or non-compliance with legislation. On financially unqualified opinion with findings, the financial statements are free of material misstatements, but material findings have been raised on either the reporting on predetermined objectives or non-compliance with legislation, or both these aspects. On financially qualified opinion with findings, the financial statements contain material misstatements of specific amounts and disclosures, or there is insufficient evidence for the AGSA to conclude that it is not materially misstated. The auditee will also have material findings on predetermined objectives or non-compliance with legislation, or both these aspects. An adverse audit opinion contains so many material misstatements that the entity disagrees with almost all the amounts and disclosures in the financial statements. In a disclaimed audit with findings, the auditee provided the AGSA with insufficient evidence for most of the amounts and disclosures in the financial statements. The AGSA is therefore unable to conclude or express an opinion on the financial statements.
Root causes of continued poor outcomes:
-blatant disregard for controls, compliance with legislation and AGSA recommendations
-continued capacity gap in administration
-vacancies and instability slow down systematic and disciplined improvements
-unethical behaviour in administration and by political leaders
-leadership inaction/inconsistent action to address persistent transgressions which creates the culture of “no consequences”
Public Audit Act (PAA) Amendments – key expansion of AGSA mandate
-refer material irregularities to relevant public bodies for further investigation
-taking binding action for failure to implement the AGSA’s recommendations for material irregularities
-issue a certificate of debt for failure to implement remedial action if financial loss was involved
Material irregularity is any non-compliance with, or contravention of, legislation, fraud, theft or breach of fiduciary duty identified during an audit performance under this Act that resulted in, or is likely to result in, a material financial loss, misuse or loss of a material public resource or substantial harm to a public sector institution or the general public
The presentation addressed examples of material irregularities, material irregularity vs. irregular expenditure, legal obligations of an Accounting Officer to address irregularities and implementation of an expanded mandate. The expanded mandate commenced on 1 April 2019. The implementation of the amendments would follow a phasing-in approach to allow for:
-Responsibly align the organisational resources with the demand placed on the AGSA
-Develop understanding of the required additional resources to implement the powers
-Reassess audit methodology and the audit process to accommodate the additional work
-Develop requisite content and capacitate the audit teams via extensive training
-Develop tools and system to facilitate remedial action and referral processes
-Build adequate support capacity
-Ensure the AGSA is able to fund the additional effort
-Develop adequate materiality threshold to ensure value for audit fees
-Enhance the relevant internal processes to ensure adequate accountability reporting
-Ensure AGSA external partners are on adequately prepared
-Establish relationships with identified public bodies
-Create required level of awareness of the Act and regulations in the external environment
-Extensive engagement with constitutional stakeholders (accounting officers, accounting authorities, executive authorities and audit committees) and non-constitutional stakeholders (media, professional bodies, civil society, audit firms)
Role of oversight and Executive Authority
- Insists on credible and frequent reporting on state of financial and performance management
-Use reports to monitor, direct and support accountability
-Set the tone for accountability and consequence management by investigating and dealing with any allegations of financial misconduct and irregularities by accounting officers and authorities
-Share any knowledge on possible material irregularities
-Monitor the implementation of the recommendations on material irregularities
-Support referral and remedial processes, including recovery of debt, if required
-Use information in the audit report on material irregularities for accountability and oversight purposes, insisting on timeous implementation of recommendation
-Use reports tabled on progress with material irregularities to oversee and influence progress made by public bodies with investigations and executive authorities (for recovery of debt)
A Committee Member asked if the AGSA is experiencing any challenges and what measures are taken to rectify these challenges.
Ms N Mashabela (EFF) asked why the report, which contained so much detail and information, was not made accessible to the public. Instead, Committees have access to superficial reports from the AGSA. Why is the management report not presented to the Committee since that report gives more details on expenditure and would be useful to the Committee?
The AGSA conducts audits on financial information and fails to audit the property e.g. textbooks, computers and furniture in basic schools. Does the AGSA audit property? If the Committee requests this, can it be done?
Mr T Malatji (ANC) commented on the matter of xenophobia and abuse of women in South Africa and how such social problems should be resolved to ensure justice is carried out against the perpetrators. He asked what action the AGSA takes to follow up on their reports regarding financial losses and if these actions bring about change. Does the AGSA follow up on how recommendations are implemented or concluded relating to financial loses? How does the AGSA ensure there are no future financial losses in departments?
Ms C King (DA) asked if the report takes into account material irregularities. She enquired about cases where the Accounting Officer fails to implement recommendations and if they are then held personally liable or if the AGSA blames the entire organisation for such oversight. She was informed that in many cases, the audit focused on expenditure, ignoring fraud and other irregularities. Is the certificate of debt issued to the Accounting Officer should they fail to follow the AGSA’s recommendations? Are Accounting Officers liable to the financial audit committee for cases of irregularity?
A Committee Member commended the AGSA for the capacity building programme. She asked if there is a difference in audits between local, provincial and national departments. How is the AGSA able to know which matters have been rectified by the departments and how responses and matters are communicated? Does AGSA enable the audit committee to deal with areas of risk before it escalates? In the area of risk, is the audit committee able to deal with that before matters become worse? How do Members know if the matters identified have been rectified? How would Members know if there is a report which follows the matters raised or if a response was given to the AGSA?
Ms N Tarabella Marchesi (DA) acknowledged the importance of the report which she said would assist the Committee in its oversight. The report provides clarity on challenges of obtaining a clean audit or performing better and what reforms the AGSA recommends for future occurrences. How are recommendations of the office of the AGSA being implemented by institutions and departments?
An AGSA official acknowledged the threat and intimidation targeted against the AGSA team and informed the Committee that relevant structures are being developed to tackle to this problem. The AGSA has however not experienced such threat or intimidation from the Department of Basic Education (DBE).
Legislation allows for audit reports. Audit reports are supported by law. However, the management reports deal with instances of samples where there are perceived matters of fraud or inconsistency as reported to management. The response of management on such inconsistency informs conclusions of the AGSA report. Should the Committee require such information, the DBE should be able to indicate what informs such conclusion. The AGSA would provide such information should the Committee demand more details.
On response to the question of assets, the AGSA audits property i.e. physical valuations on these assets are audited. However, there are two elements of the audit - in expressing an opinion of the financial statement, emphasis is on the financial amount reflected in the statement as the true reflection of that which is spent. There is a differentiation in what has been spent economically and efficiently for money elements. In DBE, the AGSA focus on the sector report, where the AGSA does not express an opinion because section 20 of the Public Audit Act stops any expression of opinion.
In response to liability, this depends on whether the Accounting Officer in liable in his personal capacity or through the Department. The rational for the PAA is to make sure physical is done good when the financial loss occur. If the Accounting Officer is found not to have implemented the Public Finance Management Act (PFMA) then THE AGSA would push that through to the Accounting Officer. The PFMA is not clear to enable the accounting officer to hold someone accountable.
In response to the question on local government and decline, The AGSA uses platforms such as engaging institutions in dialogues, such as Committee meetings, to prevent future occurrences. However, prior to the audit, the AGSA encourages that recommendations from Committee are incorporated into the audit as supported by the internal audit. In this ten year, the decline is just in line with sustainability of the internal control environment of the audit team. Financial are fairly presented but there has been non compliance which is not a sustainable process, this means auditors will continue correct financial though the effort of the AGSA which is not sustainable. The AGSA advocating for committee to strengthen government institutions, controlling environment to ensure that at the every entering a transition level , everything is fair, accurate and complete
Follow up question
Ms Mashabela reemphasised the management report. The trends of unqualified opinions are mostly identified with audits which lack of information resulting in matters not being addressed. Why is it difficult for Committee Members to be given the management report if requested? What reasons surround this refusal?
the respondent replied that Committee Members cannot request for such reports individually but it can be motivated through the Chairperson.
The Chairperson expressed her thanks for the presentation noting the problem was with local government. She commended efforts at provincial and national level. It is clear recommendations issued by the AGSA are not followed up on.
First Quarter Performance of the DBE in Meeting its Pre-Determined Objectives for 2019/20
Dr Reginah Mhaule, Deputy Minister of Basic Education, presented an overview to the Committee. In terms of major highlights during quarter one, the Department officially handed over 22 new toilets to the Mahlungulu Primary School in the OR Tambo Inland District in the Eastern Cape on 2 April 2019. On 4 April 2019, the DBE, joined by the Tiger Brand Foundation (TBF) Chairperson, Ambassador Sheila Sisulu, officially unveiled the new kitchen at the Ratanda Primary School, in the Gauteng Province to sustain best practice in school feeding. Minister Motshekga handed out accredited certificates to Volunteer Food Handlers drawn from 13 schools in Alexandra, in the Gauteng Province, to acknowledge their sterling contribution towards education.
After the sixth administration democratic elections on 8 May 2019, Minister Motshekga was reappointed as the Minister for Basic Education for the third term. Dr Mhaule was appointed as the new Deputy Minister for Basic Education. Dr Mhaule was appointed as a Member of Parliament in February 2018. Delegates representing the DBE and the Education Sector, attended a Stakeholder Consultation Workshop on the 25 Year Review of the Education Sector at the DBE in Pretoria on 10 June 2019. The purpose of the Workshop was to engage with stakeholders on the draft basic education report before the production of the final report, reflecting on the challenges and achievements since 1994.
The Senior Certificate (SC) and National Senior Certificate (NSC) May/June2019 examination commenced on 2May 2019 and ended on 14 June 2019. A total of 191 691 candidates were registered for the SC June 2019 examination. A total of 167 872 Full Time and 5 370 Part Time candidates were registered for the NSC June 2019 examination. On the Leaner Unit Record Information and Tracking System (LURITS) uploads, by 30 June 2019, 9 291 020 learners from 21 938 schools had been uploaded on the LURITS2 system. Three successful Lunchbox Lekgotla seminars were held at the DBE. The Smartgov e-submissions system went live on 18 June 2019.
Mr Mathanzima Hubert Mweli, Director-General of the DBE, took the Committee through the presentation. He affirmed Dr Mhaule’s highlights of quarter one of the current financial year. The presentation would focus on performance indicators, targets and expenditure in the said quarter. The presentation would report on what the Department has achieved against the predetermined objectives and targets as well as report on expenditure for the period under review.
The activities of the DBE are structured into five programmes:
- Programme One: Administration
- Programme Two: Curriculum policy, Support and Monitoring
- Programme Three: Teachers, Education Human Resources and Institutional Development
- Programme Four: Planning, Information and Assessment
- Programme Five: Educational Enrichment Service
Looking at the 2019/20 preliminary quarter one performance, 82% of targets have been achieved in the quarter i.e. 14 out of 17 targets.
Programme One: Administration
The purpose of the programme is to ensure the management of the Department and provide strategic and administrative support services. In the programme, the following targets have not been met in the quarter under review:
-number of reports on misconduct cases resolved within 90 days: one report to be submitted to the Department of Public Service and Administration on 20 July 2019
In the Office of the Director- General, the DG has engaged with provinces – during the quarter under review, the DG completed the first phase of 2019 provincial engagements in three provinces from 8 April to 29 April 2019.the DG had ten engagements with Provincial and District officials, Primary and Secondary Principals. The purpose of these engagements was to reflect on what worked and did not work in 2018 and further reaffirm the policy alignment and compliance. The DG held monthly meetings with Implementing Agents responsible for implementation of ASIDI on 11 April, 15 May and12 June 2019, respectively.
conducts monitoring of Winter Camps by the DG. Under quarterly review the DG visited 110 Winter Camps and 2 Training centres for Teaching subjects’ teachers from 15 June-4 July 2019 in 9 Province. Aviation and partnership meeting were also including in the DG performance by holding a meeting with CEO’s of Aviation companies ( SAA, Airlink and Comair) to establish partnership with aviation companies in order to support DBE with establishment of aviation schools in 9 Provinces. Human Resources Management and Development, Labour Relations and Information Technology ( IT) Service include providing information on the post that were advertised and those that were filled and more information in terms of the support that were provided to the Ministry.
Mention is made of training and social responsibilities and activities the department got involved in which include celebrating African Day on 24 May 2019, health and wellness activities and number of officials involved. Other discussion included Labour relation on activities geared towards arbitrations and disputes that are lodged, Government Information Technology Officer (GITO), Financial services, Assets and security management , Logistical Services , Legal services , strategic Planning and research co-ordination and Quality learning and Teaching campaign( QLTC).
program Two : Curriculum policy, Support and Monitoring
The purpose of Programme two is to develop curriculum and assessment policies and monitor and support their implementation. Under this Programme the DBE obtain a slight level of achievement and promise to do better in the next annual reports. General Education and Training(GET) focused on building entrepreneurship in schools, employment and education(E3) supported with conferences and the workshops for teachers and subject advisors trained. The Project based learning(PBL) which ensure that curriculum is not just focused on theory, but learners are able to demonstrate skill inherent in entrepreneurship, this is linked by DBE to Economic Management Science(EMS); a subject offering for Grade 7-9, Life Skills Grade 4-6 and Life Orientation Grade 10-12.
In terms of learning and Teaching support Materials( LTSMs) DBE will be printing a total of 30 162 895 Grades R to 9 Volume 1 workbooks for the 2020 academic year. DBE started distribution in June and hopes to finish by the end of October. It included providing support implementation of Incremental Introduction of African Language (IIAL) and South African sign languages. In terms of Mathematics, science and Technology( MST). DBE has visited 6 schools for monitoring of CAPS implementation in Technical Schools. Organized 5 training session of CAPS for Technical subjects monitored, while 31 schools were visited in the underperforming district, Sekhukhune and Mopani District in Limpopo as per National Education Policy Act (NEPA) directive.
The DBE also conducted provincial workshop on e-learning in Free-State and Northern Cape Province to promote e-education procurement delivery. DBE monitored the implementation of Information communication Technology(ICT) at 3 schools in Limpopo, 3 schools in the KZN and 3 schools in the Northern Cape province. Monitored North West and Western Cape for the rollout of ICT equipment in Special schools. ICT equipment to 55 ordinary schools. ICT Teacher Professional Development: 200 English Language Subjects advisors trained on ICT Integration as well as 60 teachers from Mthatha-Eastern Cape trained ICT integration.
The DBE on Rural Education Assistants Projects is indicating activities providing teaching assistant to these schools, resources that were also provided to these schools and provinces involved at the moment; KZL, Eastern Cape and Limpopo with an intention to extend these services provider to the rest of the country. On Inclusive Education, DBE indicate details of activities that involve the implementation of the policy on Screening Identification assessment and Support(SIAS). Providing details of benefactors( Teachers and schools) that benefited from the program. All schools now have at least one educator trained through the SIAS policy implementation. Much more important is the Grants on learners with severe and profound intellectual ability. DBE has identified the grants are performing with great success.
Education and Training( FET) activities in 9 districts in Limpopo and Eastern Cape were monitored in terms of curriculum implementation. DBE also include activities that involve accounting and business studies. Splitting Exam Question paper from June all through to November. Started with grade 10, this year grade 11 and next year grade 12 and the paper is expected to help learners with PEDs according to expert. I60 winter school has been monitored by the team. DBE targeted 42 000 ECD practitioners in terms of Early childhood development(ECD)training practitioners. DBE has achieved 52% in term of to complete on-line training programme on play-based learning. By 31 May 2019 59, 773(142%) had completed the course with 29,359 currently busy completing the course. Functions shift of ECB is improving, Concept note has been developed by Minister of Social Development and Minister of Basic Education who would advise the committee on function shift and deal with issues that exit currently. Activities involved include the National Education Collaboration Trust (NECT), Implementation of early grading and assessment and Incremental introduction of African languages(IIAL) which include 30 officials representing 9 Provinces. DBE currently has a reading plan with 9 pillars from ECD to Grade 6 and inclusion of the Primary School Reading Intervention Programme ( PSRIP) under the Sector Programme.
Program Three: Teachers, Education human resources and institutional development.
The purpose of the programme three is to promote quality teaching and institutional performance through the effective supply, development and utilization of human resources.
DBE has seen the monitoring of Integrated Quality Management System (IQMS) undertaken in Western Cape and Gauteng. Monitoring of skill development and Performance Management Development system (PMDS) conducted in KwaZulu- Natal. Feedback on monitoring visits was provided to enhance performance management system and skills development coordination in the three provinces as well PEDs identified 152 603 educators for development in terms of their Personal Growth Plans of 2019. Training Session for Provinces is that has been indicated above. Monitoring the implementation of the post provisioning policy to ensure all(9) PEDS province meet the deadline. Looking at the total of 2 386 ( preliminary figures covering April-May 2019) young qualified educators which were appointed in post in the PEDs has indicated the percentage increased to 67% in the fourth quarterly report with appointment post of 502 permanents and 1 584 temporary qualified educators.
Education Labour Relations and condition of services, consultation process on Protocol document on the second round of the amendments on the personal administrative Measures(PAM) commenced to cater for a new development. Initial Teachers Education reflects figures in the first quarterly review. The Funza Lushaka bursaries were awarded to 13 019 initial teacher education by 30 June 2019. DBE supported the Department of Higher Education and Training(DHET) project strengthen the capacity of teacher’s educators in the teaching of reading in IsiZulu and Sesotho in the Foundation Phase and Intermediate Phase.
On Education management and Governance Development (EMGD). DBE conducted activities such as the continuation of Professional Teachers Development (CPTD), development of guidelines for National Teaching awards and Grade R qualification upgrade and the implementation of the HEDCOM resolution on the function of the Teacher Union Collaboration programme.
DBE conducted activities in support of Teacher Development Resources (TDR), this include areas the assessment of math and physical science through a Siyavula online platform. Teacher development Implementation, Provisional Manuel Training pre and post-test. And also, some the activities that took place with DBE in partnership with EFAL , NECT and MST. Materials and scripted Lesson Plans were also developed and made available to the participating district.
On Curriculum Research. DBE has relocated 3 non-viable Teachers Centres in LP,KZN and Free State. Deployment of 6 ICT interns to teacher’s centres( Free state: Fezile Dabi, Bethlehem, Tshiya and Lejweleputswa, KZN: Umbilo and Eastern Cape: lady Frere). Finalization on Vodacom with ICT equipment and planning on the training of Centre Managers finalized and reporting tools shared with PEDs.
Learning and Teaching Support Materials (LTSM) Policy Development and Innovation. DBE developed a teacher toolkit aimed at simplifying the professional development Framework for Digital Learning (PDFDL) and to assist teachers in implementing. The DBE developed new and adapted the existing teacher courses to support the teacher toolkit; revised the teacher toolkit app and teaching change frame app as well introduce digital learning competencies app. DBE provided Primary school Reading Improvement Programme ( PSRIP): A total of 3479 teachers in the Foundation Phase (FP) and 4233 teachers in the Intermediate Phase (IP) across all provinces have been trained. Distribution of materials across 9 Province and the establishment of the National Reading Coalition ( NRC).
Program Four: Planning, information and assessment
The purpose of Program 4 is to promote quality and effective service delivery in the basic education system through planning, implementation and assessment.
This programme received three new quarterly indicators. The first being the annual indicator 4.5 has been achieved, which emphasize water and on sanitation. The project aims at building of toilets to 600 school in 3 to 6 years, that no school lacks a toilet in south Africa.
In terms of National Assessment, Grade 3,6, and 9 have been piloted to be analysed. A field trial of grade 3 Mathematics test instrument has been conducted in collaboration with Wits University in 54 schools in Gauteng, North West and Eastern Cape. Early Childhood development program are prepared to ensure learners are school ready before grade 1 and if those ECB programmes are preparing learners for school or if there is a need to strengthen such programmes to suit early learners.
DBE launched volume 1 of the South African 2018 Teaching and Learning International Survey(TALIS) report. Preparation for Southern and Eastern Africa Consortium for Monitoring Educational Quality( SEACMEQV) pilot study is under way. DBE also got involved conducting a successful combined examination of SC and NSC May/June2019 examination. Questions papers were set and externally moderated prior to the examination.
DBE conducted a Provincial visit the review and evaluation of the national examination system with then view of strengthening the system, marking and standardisation for the 10 of May 2019 examination and terminated on 18 June 2019. Quality assurance of the marking of the 2019 June Examination and the marking of the SC and NSC examination were reliable and valid. Deploying of marking centres and terminated on the 05 of July 2019.
DBE introduced new Technologies in Examination, through introduction of ICT in exams in order to promote modernization in exam and keep up with the 4th industrial Revolution. Data management indicating grade 3,6,9 and 12 collected from 7 provinces. DBE provide details with regards to Education Management Information System(EMIS) which include engagement with principals, associations and workshops on SA SAMS. Safe maintenance and the development of SA-SAMS. DBE promoted NSC registration , making use of SA- SAMS and finished in six provinces. The Collection of Learner Performance data from PEDs Warehouses for grade 3,6,9 and 12 for all 9-Provincial department except KwaZulu-Natal, collected for analysis and reporting by the Examination Directorate. DBE reported on national Table of Targets for school allocations for the next three years. The 2019 no fees schools’ lists was gazetted, and the rationalization and closure of small schools conducted by DBE in EC, KZN and LP, with PEDs to assist them with the rationalization and closure of small schools. DBE provided activities of budget monitoring that took place and information on analysing the allocation of the 2019 Medium-Term Expenditure Framework( MTEF) budget for PEDs. Out of 12 learners 9.6 parents of learners do not have to pay school fees.
DBE provided information on grants that were considered with relevant structures that are managing the grants and the economic analysis with activities that were carried in terms of analysis. On United Nations Educational, Scientific and Cultural Organisation ( UNESCO), DBE covered activities promoted by the organisation in South Africa. DBE concluded on negotiated on corporation with Kenya and Ministers participation in various forum such as the 8th Africa Federation for Teaching Regulatory Authorities (AFTRA) International Conference in Maseru, Lesotho on 14 May 2019. The DBE joint activities with the Department of Science and Technology successfully co-hosted the African Girls can Code Initiative Camp form 15-26 April 2019 which comprised girls from several African Countries. DBE has also secured and collaborated with other partners.
DBE provided the relevant support to district through the District Planning and Implementation Support in Circuit and provinces outlined supported by activities. This included a group of 7 district and school mangers who were the recipient of the 2019 national Education excellence Awards attended the inspiring Leadership Conference in Birmingham, United Kingdom form 04-08 June. DBE produced draft a report on 2018/19 school principals Satisfaction Survey and identified 6 appointed mentors for identified district in the Eastern Cape and Limpopo attended a scheduled reflection session at the DBE offices in Pretoria on 08-09 April 2019.
DBE has provided support to aid district in planning and implementation, mention can be made of Limpopo with mentors engaging with district directors and circuit managers.
DBE provide an active plan for school Improvement support Coordinators( SISCOs) in support of 136 Circuit managers (CMs) and 30 districts to improve monitoring and implementation of refinement including community protest, drafted a Sector Plan to help guide province on manging protest and disruptions, provided call centre, Toll free Line and total number of calls received is 1941. DBE continue to do coordination for the publication opening of the School calendar year and improves on the education of Learners with special needs
Program Five: Educational enrichment service
The purpose of program five is to develop policies and programmes to help improve the quality of learning in schools.
DBE achieved 36 monitoring and evaluation on National Schools Nutrition Programme( NSNP) visits against a target of 30. Approved standard Operation Procedure(SOPs) for the provision of sexual and reproductive Health(SRH) services in secondary schools were . DBE also carried joint activities involving Southern African development Community (SADC) Minister. 9 business plans approved and the first tranche ( R25, 694m) Transferred on 17 April 2019. DBE co-hosted a Satellite Session with south African national Aids Council (SANAC) at 9th SA AIDS Conference held in Durban International Convention Centre(ICC) on 11-14 June 2019 and submitted the request for tablets for 2020 to the World Health Organisation( WHO) and signed off by Department of Health (DOH) 2018.
DBE provided monitoring Psychological Support service(PSS) in Provinces, visiting 4 Gauteng schools. where staff shared the importance of child and youth care workshops. DBE anticipates that this model will provide lessons shared with providers. DBE and NECT convened a symposium on psychological support ( PSS) in the sector on 2 April 2019 attended by 42 participants. DBE hosted a Professional Assault response Training (PART) workshop, which included officials responsible for psychological support and School safety. DBE monitored 20 districts for the roll-out National School safety framework( NSSF) and rolled out intervention programme to address the Bullying and threats of learners and teachers across three(3) Province.
DBE host activities to promote gender equity, social cohesion. This include Ministerial Task Team for the evaluation of textbooks, Jamboree for future Choices, launch of the boy’s vulnerability study and advocacy for the Bill of Rights and Responsibilities. DBE reported on National ABC Motsepe SASCE Championship with a total of 156 schools participating. Provincial ABC Motsepe SASCE with all nine-province participating. DBE successfully held a Reading club of the isiNdebele words and the School report on physical education involving all nine province, Sports and Recreation South Africa(SRSA) and DBE as well as Federations and Schools sports Code.
Financial Report - First Quarterly Expenditure
Mr Angie Motshekga took the committee through the DBE’s financial report of the first quarterly Expenditure.
The total appropriate budget of the department for the 2019/20 financial year amounted to R24.505 billion. 82% of the budget amounting to R20.080 billion is allocate d to transfer payment, such as conditional grants(18.569 billion), transfers to public entities (R155.1 million), and other transfers (R1.356 billion). The reminder of the budget (R 4.425 billion is allocated to the
- Compensation of Employees: R346.5 million
- Examiners and Moderators: R21.0 million
- Earmarked Funds: R1.285 billion
- Office Accommodation: R209.2 million
- Specifically, and Exclusively Appropriated: R2.027 billion
- Departmental Operations: R167 million
- Departmental Projects: R369.0 million
The total actual expenditure of the Department for the 2019/20 financial year first quarter amounted to R8.309 billion. Expenditure amounted to R7.909 billion is allocated to transfer payments, such as conditional grants (R6.584 billion), transfers to Public Entities (R72.3 million) and other transfers( R1.253 billion). The remainder of the expenditure (R400.0 million) is made up of :
- Compensation of Employees: R85.6 million
- Examiners and Moderators: R1.4 million
- Earmarked Funds: R22.1 million
- Office Accommodation : R50.3 million
- Specifically, and Exclusively Appropriated: R152.3 million
- Departmental Operations: R36.8 million
- Departmental Projects: R51.7 million
In terms of programme performance, Program one is within the requirement of the expenditure intervals.
Program two is below due workshops and grants as the bulk of the allocation on this programme is in respect of the workbooks and Conditional grants.
Program three is high above expenditure due to the once-off transfer payment for Funza Lushaka Bursaries, which was made to Funza Lusaka Bursaries by NSFAS on 16 May 2019
Programme Four is also above the expenditure due to some transfers( NSFAS for Funza Lusaka Bursaries, NECT and Foreign Transfer).
Program Five is above expenditure intervals.
Overall. DBE is at 9%. However, this does not give an indication that DBE will overspend. The low spending is mainly attributed to slow progress being experienced in the implementation of the SAFE programme. DBE cannot predict write-offs as allocation are made when they happen. The departments will shift funds during the adjustment budget process to cover the shortfall.
Mr PR Moroatshehla (ANC) welcome and extended the appreciation of the department to the progress of DBE. He highlighted that program two presentation emphasized the monitoring of 160 winter schools, what observation were identified during the winter schools and if during monitoring DBE was able to solve the problem of learners travelling on access these programmes, citing Egane as one example. Transportation Challenge faced by these learners who sometimes end up being withdrawn from such programmes and how DBE intend answering these questions.
He asked what exactly was not accomplished on the indication on page 23 of the presentation, which the presenter had explain that DBE would fallow up on this in the other meetings. What DBE has developed at the national level with regards post policiary norms which creates unnecessary confusion. What has the department gotten in uniformity on this matter. And the remuneration of public servant with reference to promise on teacher, who are highly expecting.
Ms NI Marchesi Tarabella(DA) Commended DBE for introducing learners breakfast feeding programme which has been going on in the Eastern Cape for years. She enquired on the ECD learners’ assessment and the issue of teacher refusing to be assessed. She mention that the presentation did not reflect on performance contract, annual national assessment and competency test and asked on DBE assessment on this. National Certificate and National Senior Certificate which the department discovered in provinces this weekend that out of 78,000 million learners only 60,72 passed, indicating 8% of the learners and mentioned that the presentation didn’t reflect on this.
She enquired on the issue of auditors being intimidated in Province, preventing auditors from reporting or being efficient in their work. LURITS and what the department has achieved , indicating that 9,291,020 have been added and information on NEDO and if DBE received a report from them.
Ms D Van Der Walt (DA) enquired if everything is in place for the marking of the exam to present issues of last year such as teachers not being paid on time. What DBE is doing about teachers who have been in the system for a long time but last such recording to support the new initiative which started from January. Learners who are expelled from different school for several time. Where are these learners taken Limpopo has no place to accommodate such learners? What happens to that child? And if the department can get the list of such schools. The question on the Implementation agent. Who they are what they do and if there is a criterion for their selection? She asked if the department will be able to get such a list.
Mr EK Siwela (ANC) mentioned the issue of registration of learners with documents in terms of registration of learners in public school. Clarity from the department on whether learners without document are registered or not and why a provincial department can issue a secular and sometimes be taken to court. South Africa is not a federal state and hence a need of one policy that governs all.
He asked about how the department acknowledged teachers who put in extra effort than their assigned duties to ensure learners are adequately prepared for exams. What rewards or remuneration are given to these teachers for working after teaching hours and schools days, since directors receive performance benefits and bonuses are these benefits extended to teachers. Position that are not filled after the department have advertised and allocated some positions, what happens to the other vacant positions?
Ms NG Adoons (ANC) enquired on programme three about the oversight role played by the department to labour issue such as conditions of employment especially on issues such as victimization in the provinces. She indicated that such issues are currently witnessed in the Mpumalanga Province.
DBE to create an unconducive environment for teaching and learning. She mention that this is achieve at the department but in provinces the system fails to create an enabling environment for teaching and learning which she mention brings the performance of the department down as province do not see implementation of what the department is doin? Bridge between the department and implementation in the Provinces and asked what the department is doing about this oversight, in terms of giving guidelines.
Another member asked about regionalisation and closing of small school especially in the Eastern cape which is faced with Lerner transport. Services providers were found not be paid on time, which mans learners are not taken to school or parent finance the transport of learners. Has DBE received reports from the provincial education department regarding learner’s transport and outstanding services creating a challenge especially in rural areas?
She mentioned that the problem with the SLA is that time frame of waiting for learner to be assigned to a school after the learner is identified. She complains that the such time frame is very long and if there are documenting stipulating these time frame. On the question of Inclusive education, she mentions that some schools do not understand the policy of inclusive education and she argues that in cases where learners with special needs are separated, such scenario creates discrimination which does not fit the purpose of inclusive education. Department received any report form the provincial education department on this issue.
Another member asked on getting a clarity why indicators that in program two and four where not achieved as presented. Number parents not paying fees, which was indicated as 9 million in the presentation and the issues of foreigners that come to schools in South Africa to collect text books. How department is accounting for that in terms of distribution of text books, does every school have access to these books. She enquired about the progress report of ministry of education, mentioning that is seems to one of the departments that is not progressing and has high level of inequality. Finalization of this remarks on the ministry.
The Chairperson enquired on the relationship between stakeholders and teachers Union. On Performance on provinces ,what consequence are rendered by the department to these provinces( Principal or District directors) who are unable to meet the criteria. Does DBE have programmes to remunerate those who are unable to perform or ensure provinces that perform keep that up when the department go on regular visits to the provinces.
She commented on the report being good but challenges in the report she identified with the ASIDI program which she mentioned would continue to affect this committee. Alliance between the National office and Province department in term of finding a solution in DBE infrastructure program. She asked what it meant for the department to be carrying a financial year term match next term.
DG commented that there are challenges of infrastructure and infrastructure delivery was out with the understanding that the line function department( Public works) will help the department. Public works caters for infrastructures as this is a general understanding in the country. Hence, DBE does not see a need to create another department. DBE now understand the need to check up infrastructure unit in provincial education department and at CVV.
He mentioned that the educational infrastructure unit can provide for employment for built environment expertise. DBE has made provision for that, so that no sphere of government complain of not having expertise because they lack the resources to provide for them.
DG stated that delivery effort was made in EIG to allocate a sizable amount of the budget which is around R 10 billion per annum distributed to all nine (9) province. He indicated that a small portion of it could be used for other things, but it is mostly distributed to provinces . Close to R 1.4 billion is allocated to ASIDI.
He mentioned that nationally the Department of Basic Education is resourcing from infrastructural unit from an expert point of view. The need for expert from the National level to guide at Implementation at provincial level, this was not there before and if it existed it was just ad hoc.
DBE is engaging with Department of Public Service and Administration (DPSA) to allow DBE to build Eight(8) organizational structure that will oversee close to R 12 billion that is allocated by task payers towards infrastructure in 9 + 1 institution in every department. DBE as of yesterday has chief engineer, a surveyor , a senior planner reporting to the department. Which explained in line with the question on vacancies as three of this position are occupied now at the national level. ASSIDI ( National) EIG ( provincial) .
The Chairperson followed on a question, asking if this technical people are fit for the Provincial level.
DG stated that this expertise are needed at the provincial level to know how performance can be assessed. There is need of expert from the National level to support the Provincial to examine performance level at Provinces.
Ms Ramsid Mafoko(DBE) supported this answer by DG. She mentioned that they recruit engineers ,quantity surveyors and other experts, but the department is unbale to retain this expert as these employees move to better areas as such opportunities open in the private sector or the towns. This is prevalent in the rural areas. DBE is working with public administration to come up with retention packages for those people in the provincial area.
DG stated that If the committee fails to achieve it targets, they are carried to the next financial year, this is mention with regards to ASSIDI. Which means the targets are carried over, but the finance are not carried over which characterize the challenges of ASSIDI. He mentioned that DBE is addressing the requisite and the expertise, employing more experts( project manager, architectures, and engineers to support the project. of the treasure in this programme but fail with DBSA which focus on narrowing the salary bill.
DG mentioned that there are excellence rewards for performance at the district, this include national award programs which promote competition among region and province and sending teachers overseas to learn how to improve the education systems. DBE believes this to be partly the reason grade 12 results are improving. Again, DBE has the National Teachers Awards enable teachers to be awarded with cars, which are given by sponsors. DBE envision to do more in this regard. DBE stated that most teachers on 29 August received their 0.3. Overall should be 9 %.
On relationship with stakeholders, DG commented so far so good and mentioned that no one can tell for the future but for the past 5 to 10 years the Minster and its members has been able to keep stable relations especially with the teachers union. He commented that the DA will comment on what happening on the Western Cape court issue surrounding it educational Arts.
DG stated that learners neighbouring countries taking advantage of the free text books Offered in South Africa. Limpopo from learners from Zimbabwe, KZN-Switzerland, Lesotho-Free state. He indicated that all surrounding neighbours are taking advantage of the system. He encourage the committee to aid in this matter as they are unable to deal with this problem successfully, which is difficult and sensitive. He mention that DBE is taken to court when the department decides to give school resources to only learners with documents.
On the question of program three and four, DG indicated that with program the reason for the delayal in water and sanitation , is because money allocated the first program was moved to February after DBE approached treasury to approve implementation agent used by DBE, before the money was approved. This resulted in all activities beginning in May. He mentioned that Program two involve advocacy in rural education programme, which happened in the previous financial year and that any activity that remain on the last year target would be carried out before the next report for the advocacy program on rural education.
DG asked for detail on SL being placed in separated class rooms so the department would investigate and explained there might be reasons to separate these learners probably for short period. On the screening of learners, the DG agreed with the member who commented on this in her question. He mention that this takes a while because of the unavailability of facility. DBE doesn’t have facility for learners with special needs when they are ready for placement.
Learner transport is because of poor planning DG stated and rationalization should take this into consideration, which should include issues of teachers, transport and others. For instance, DG mention a that there are schools in Limpopo that are marked, but learners are not provided with transport.
DG stated that DBE exercise oversight in provinces, but the Department is unable to know everything that happen in province hence the department is open to issues identified. A case he mention in Mpumalanga , where the department would follow up on issues happening.
DG acknowledge the existence of condition that negatively affect teacher-learning environment, and promise the department is work on that and hopes this committee would contribute to success of this cases.
DG stated that on the registration of learners, he unable to provide information on how the registration is done and what are the supporting documents for registration. National provide policy, then province communicate this through a secular. That is both the secular and policy regulates that.
DG mentioned that rewards of teachers come in different form; Excellence Awards, National Teachers Award are examples, but the department is doing more to promote this and make it better.
DG commented on the issue of remaining vacancies that interviews are ongoing, and that the department is looking into filling every empty position. On the issue of implementing agent the DG mention that there are 10 which can be supported with list if the department takes interest. Both National and Provincial work are implemented and also what makes them implementing agent. DBE takes them through the same scrutiny irrespective of whether one is a government entity or not. He mentions that the only different is the transfer which only applies to government entities.
A member stated that ASSIDI has 10 of this implementation agents but what about the Provinces, what criteria is sued to get implementing agents in the Province.
DG responded that most implementing agents operate in the Provinces, but Provincial executive council also take deficiencies. Because there are some Provinces that the implementing agent does only public works. The Issues of non-delivery and money being returned especially in such provinces. Hence, he argues this will vary from province to province. This is with regards to EIT.
DG comments on the question of expelled learners, that they are taken through counselling and rehabilitation and taken back to the school. Since DBE does not have Stroud schools anymore. He mentioned that DBE has centres for children who are in conflict with the law but not Stroud schools.
DG mentioned that teachers who are offenders of law of the years before the current dispensation should be taken through the necessary Province under the same register are placed on or through the law retrospection if cases are known and can be verified and tested.
DG commented on the question on payment of markers. He mentions that issues has been good so far. And October-November markers are paid before Christmas.
Report on NEDO indicated workbook one and two indicating schools that are one and those that are two. DG mentions that currently NEDO is working on the utilization work books and DBE can present the report if requested.
DG comments that LURITS captures Learner record data base, working with home affairs to correct false information about learners.
DG stated that intimidation as presented by the audit committee, DBE has not portrayed any act of intimidation on the audit committee.
DG commented on the question of 8% learners passing exam. He mentioned that the nature of the exam should not be compared with the end of year exam. Because theses exams are more flexible and enable learners to take a subject or more at a time. He mention that the SC and NSC exams give learners the free will to finish at their own pace. That there are people that would be out of the system should they fail to meet this year’s requirement. DG acknowledge that there is a need to provide more support to the learners.
DG commented on teachers who refuse to be assessed. He stated that DBE presents on Physical Science, English, and other additional language and teachers don’t refuse to be assessed but rather comments that the results of the assessment should be used against them.
On presidential cohesion on remuneration of teachers. DG mentions that DBE reflected it to DBSA. And encourage member to remind the department in the near future. He mentioned that DBE would follow up with DBSA.
DG mentioned that there was a policy on the post Provision model. A research conducted by DELOIT indicated that the policy was carried out in an uneven manner. That was two or three years ago. He mention that the department shares responsibility with province and hence a need to allow for flexibility. Correction by a member on 160 sectors and not schools.
DG agrees with the issue of transport and food to be addressed. He mentioned that the department is working with provinces on this issue.
A committee member mention that out of 25 post that was not that occupied , 19 has been filled by the first quarter. He mentioned shortlist outstanding 5 post has been approved by the minister and mentions that some candidates started yesterday. Shortlisted applicant by the minister of HRM is in the position of arranging for interviews and the department look forward to selected candidate starting duty on the first of December.
Other committee members provided additional support to the DG statements.
On a follow up question , A member commented on provinces which are independent and have the right to make their own decision , but Province decide to use their own services provides which are not favourable this can only be supported by the ministry providing advice, using the Western Cape as an example and asked the Ministry to engage with that.
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